5.1 Strand
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). Within these systems, the location of Earth’s land and water can be described. Also, these systems interact in multiple ways. Weathering and erosion are examples of interactions between Earth’s systems. Some interactions cause landslides, earthquakes, and volcanic eruptions that impact humans and other organisms. Humans cannot eliminate natural hazards, but solutions can be designed to reduce their impact.
Standard(s) 5.1.1: Analyze and interpret data to describe patterns of Earth’s features. Emphasize most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans while major mountain chains may be found inside continents or near their edges. Examples of data could include maps showing locations of mountains on continents and the ocean floor or the locations of volcanoes and earthquakes. (ESS2.B)
Practices
Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
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Analyze and interpret data to make sense of phenomena using logical reasoning.
Disciplinary Core Ideas
ESS2.B: Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
Cross Cutting Concepts
Patterns
Patterns can be used as evidence to support an explanation.
Storyline Narrative
To begin this storyline students will investigate the phenomenon, a volcano rapidly formed in a field in Paricutin. Students will obtain information about a volcano that grew in a field in Paricutin, Mexico over the course of 9 years, destroying the village.
Then students will obtain information about other North American examples of volcano and earthquake activity and mountain ranges to analyze patterns in the data. They will look at volcanoes in the area of Paricutin to understand and reason that the occurrence of that volcano was part of a pattern rather than a random act. From there, students will look at examples and nonexamples of volcanoes, earthquakes, and mountain ranges to further analyze and interpret data to find patterns of Earth’s features. Finally, when given a map with known volcano and/or earthquake occurrences, students identify which location is more likely to have the next occurrence and support their answer using the data from their investigations?
Site Feedback
Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson
Standard 1.1.1: Carry out an investigation which provides evidence that a change in an object's motion is dependent on the mass of the object and the sum of the forces acting on it. Various experimental designs should be evaluated to determine how well the investigation measures an object's motion. Emphasize conceptual understanding of Newton's First and Second Laws. Calculations will focus on one dimension; the use of vectors will be introduced in high school.
Student Friendly Objectives: I can investigate and show that a change in an object’s motion depends on the object’s mass and the forces acting on it. I can evaluate designs that best measure an object's motion.
Anchor Phenomenon: Skiers and drag racers can change their motion.
Big Idea: The change in motion of an object depends on its mass and forces acting on it.
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To engage students, they are shown video clips of two Winter Olympic sports, bobsledding and ski jumping. Students record observations about the stability and change in motion of the bobsledders and skiers.
Students explore and explain Newton’s 1st Law through demonstrations and carrying out a small investigation. Students define terms as they explore the concept. Students demonstrate that an object at rest stays at rest until acted on by an unbalanced force as they place a battery on top of a card which sits on top of a cup, flick the card away, and the battery drops straight down into the cup.
Students explore and explain Newton’s 2nd Law through a series of two investigations. In the first investigation, students roll batteries of different masses down a ramp (of constant height) to recognize that the more mass an object has, the greater the force needs to be to accelerate its mass. In the second investigation, the students do not vary the mass of the battery, but instead change the ramp height. The varying ramp height will produce different accelerations allowing students to see that the acceleration of an object can affect the force that is exerted on a mass.
Students elaborate on the knowledge they have gained by applying this knowledge to a new system, bowling, where objects of different masses collide. Students plan and carry out an investigation to demonstrate that the motion of the bowling ball and the pins depends on their mass and the forces acting on them.
Students are evaluated on their understanding of Newton’s 1st and 2nd Laws of motion as they explain how the motion of a hockey puck depends on its mass and the forces acting on it.
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Episode 1
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Question
What can affect or change the motion of an object?
Snapshot
Students watch videos about bobsledding and ski jumping, record observations, recognize patterns, and generate questions involving Newton’s 1st and 2nd Laws of Motion
Conceptual Understandings
Forces and mass can change the acceleration of an object. Objects do not change their motion unless a force acts on the object.
Why does an object that is not moving start moving?
Conceptual Understandings
Objects at rest stay at rest and objects in motion stay in motion unless acted on by an outside force.
How does mass affect the motion of an object?
Snapshot
Students observe objects at rest and objects in motion and determine why they start or stop moving.
Episode 2
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Question
Why does an object that is not moving start moving?
Episode 3
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Question
How does mass affect the motion of an object?
Snapshot
Students roll batteries of various sizes down a ramp and into a cup to determine how mass can affect the motion of the cup.
Conceptual Understandings
Objects with more mass create a larger force and therefore greater acceleration than objects with small mass.
How does the acceleration of an object affect motion?
Conceptual Understandings
Objects with greater accelerations generate a larger force on an object than objects with smaller accelerations.
How do the forces acting on an object and the mass of the object change the object’s motion?
Snapshot
Students roll batteries down ramps of varying heights into a cup to determine how the acceleration of the battery affects the motion of the cup
Episode 4
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Question
How does acceleration of an object affect motion?
Episode 5
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Question
How do the forces acting on an object and the mass of the object change the object’s motion?
Snapshot
Student’s bowl with objects of different masses to demonstrate that the motion or acceleration of the object depends on its mass and the forces on the object.
Conceptual Understandings
The motion of an object does not change until an unbalanced force acts on the object. Objects with more mass require greater force to make them accelerate. Objects with greater mass and greater acceleration exert a greater force on other objects.